{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,31]],"date-time":"2026-07-31T23:39:05Z","timestamp":1785541145167,"version":"3.56.0"},"reference-count":69,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2020,12,3]],"date-time":"2020-12-03T00:00:00Z","timestamp":1606953600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["bpspsychub.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J of Edu Psychol"],"published-print":{"date-parts":[[2021,9]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Callous\u2010unemotional (CU) traits are related to low achievement but not to deficits in verbal ability, commonly regarded as a major risk factor for poor academic outcomes in antisocial youth. This suggests that CU traits may have utility in explaining heterogeneous risk pathways for poor school performance in antisocial children. Reduced sensitivity to teacher discipline has been suggested as a potential explanation for the association between CU traits and low achievement, given its importance in facilitating engagement in learning. This study is the first to examine punishment insensitivity as a potential mechanism explaining the relationship between CU traits and poor achievement.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aim<\/jats:title>\n                    <jats:p>The current study investigated the indirect pathway from CU traits via the predictor of punishment insensitivity to English, Maths, and Science grades.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample<\/jats:title>\n                    <jats:p>A total of 437 English secondary school students aged 11 to 14\u00a0years (49% girls).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>We conducted a mediation analysis within a structural equation modelling framework. CU traits and punishment insensitivity were assessed using child report questionnaires and academic grades were obtained from school records.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>CU traits were indirectly associated with low academic grades in Maths and Science, but not English, via punishment insensitivity, controlling for child age, gender, single parent household status, free school meals eligibility, externalizing problems, and classroom effects.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Findings indicated that reduced sensitivity to discipline forms a pathway linking CU traits to poor performance in Maths and Science. Teachers may therefore need additional support to implement discipline effectively with children high in CU traits in order to prevent poor academic outcomes.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12394","type":"journal-article","created":{"date-parts":[[2020,12,3]],"date-time":"2020-12-03T11:38:56Z","timestamp":1606995536000},"page":"811-826","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":14,"title":["To what extent does punishment insensitivity explain the relationship between callous\u2010unemotional traits and academic performance in secondary school students?"],"prefix":"10.1111","volume":"91","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5005-4686","authenticated-orcid":false,"given":"Suhlim","family":"Hwang","sequence":"first","affiliation":[{"name":"Department of Psychology and Human Development UCL Institute of Education  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3566-3747","authenticated-orcid":false,"given":"Jennifer L.","family":"Allen","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Bath  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1590-6764","authenticated-orcid":false,"given":"Theodora","family":"Kokosi","sequence":"additional","affiliation":[{"name":"Department of Psychology and Human Development UCL Institute of Education  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elisabeth","family":"Bird","sequence":"additional","affiliation":[{"name":"Department of Psychology and Human Development UCL Institute of Education  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2020,12,3]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1002\/9781118524275.ejdj0072"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.psychres.2013.08.033"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1002\/9781119171492.wecad448"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/13632752.2016.1165968"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.1207998"},{"key":"e_1_2_9_7_1","first-page":"1","article-title":"Assessing the measurement invariance of the Inventory of Callous\u2010Unemotional traits in school students in China and the United Kingdom","author":"Allen J.L.","year":"2020","journal-title":"Child Psychiatry and Human Development"},{"issue":"108","key":"e_1_2_9_8_1","first-page":"1","article-title":"Bad boys and mean girls: Callous\u2010unemotional traits, management of disruptive behavior in school, the teacher\u2010student relationship and academic motivation","volume":"3","author":"Allen J.L.","year":"2018","journal-title":"Frontiers in Education"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1177\/0033294119884014"},{"key":"e_1_2_9_11_1","doi-asserted-by":"publisher","DOI":"10.1177\/00222194060390040701"},{"key":"e_1_2_9_12_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10802-019-00545-2"},{"key":"e_1_2_9_13_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2017.03.013"},{"key":"e_1_2_9_14_1","first-page":"58","article-title":"Domino effect: domestic violence harms everyone's kids","volume":"9","author":"Carrell S.E.","year":"2009","journal-title":"Education Next"},{"key":"e_1_2_9_15_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-0-387-79988-9_1"},{"key":"e_1_2_9_16_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10862-013-9384-z"},{"key":"e_1_2_9_17_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jrp.2011.01.005"},{"key":"e_1_2_9_18_1","volume-title":"IBM SPSS statistics for windows, version 25.0","author":"IBM Corp. 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